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www.soccersource360.com
This manual was written to improve the level of soccer through a systematic
approach to coaching U7 and U8 players. I am presently working on additional
age group manuals. You will see the manual contains planned practice sessions
that are diagramed. A link to each session is provided. This link shows each
activity in animation. Only coaches that have TactFOOT player software will be
able to view the animations. Coachs can purchase a membership to the
Animated Coachs Library that includes the TactFOOT player software by clicking
here. The Animated Coachs Library contains over 1000 animated activities
broken into topics and listed by age appropriateness as well as countless articles
on coaching.
Although the manual has been copyrighted, you have permission to distribute the
manual to all coaches as long as the manual is sent in its entirety.
Yours in Soccer,
John Dingle
Introduction
Mission
Developmental Approach
Parents Education
Technique
Tactics
Coaching a Game
Technique Directory
Gender Differences
Your players will benefit from your efforts and you will find the experience
more rewarding.
Mission
The mission of the youth soccer coach is to be a role model, teacher of
soccer, and facilitator of fun. This manual addresses each of these areas.
Role Model
As a role model, the coach, needs to be aware that players will look up to you
and are influenced by your behavior. This pertains to all behaviors done in
players presence. Players will observe your language, treatment of your
peers, their peers, officials and parents. Players learn through their
observations.
Teacher of Soccer
Teaching requires the coach to know who
they are teaching, what they are to teach,
and methods to teach.
Techniques to be developed:
Dribbling
Passing
Receiving
Shooting
Goalkeeping
Tactics to be developed:
Transition
Splitting
Spatial Awareness
Risk Taking/ No Fear of Failure
Directional Possession
Team Shape/Connection
Each player at the U7 and U8 age group must be introduced to all of these
topics and have time on task to improve in all ten areas of the game. As the
players move up in age, these ten topics will form the building block of player
development.
Facilitator of Fun
Players participate in sports to have fun. The game of soccer is the most
popular youth sport in the country because if offers young players of all
abilities excitement. The coach needs to be enthusiastic and conduct all
activities in the spirit of enjoyment. Each training session needs to have the
game as the largest portion of the session as this is the reason players play.
Problems in Youth Coaching
Intimidation/Anger
You do not have to look far for an example of negative coaching. Anger used
towards young children has been documented in the newspapers, television and
the internet. This method of coaching forces players to adopt a fear of failure.
Players do not experiment, take risks, develop, or enjoy their soccer experience.
Children that play in an anger filled environment are more likely to not return to
the sport the following year.
Specific Example: When the opponent has the ball, be patient and only commit
to gain possession when they loose control.
As you can see specific information gives the player knowledge and general
information presents problems for the future. A player that was just told to not fall
for fancy footwork may think to themselves, but coach you just told me to go to
the ball.
Coaches need to set up activities that challenge all the players. The pole or line
of success can not be parallel to the ground but must be slanting. By changing
the angle every player can find a challenge in the activity and no players are
anxious or bored.
Importance of Technique
Developing the players comfort level with the ball through maximizing the
players opportunity to touch the ball needs to be the largest portion of each
practice. Technical development is also dependent on players being encouraged
to use the techniques performed in practice into the games. Dribbling was the
main and only focus of the U5 and U6 program. At the U7 and U8 age group it is
still recommended to concentrate on developing the players dribbling ability
more than any other technical component of the game. Passing, receiving and
shooting also need to be introduced. The players are ready to share the ball and
passing can occur. Place players in groups of two when ever possible.
Repetition can be maximized while sharing is likely to occur as the player with
the ball can expect to get the ball back. Shooting activity can be added to each
practice as players can shoot off the dribble, pass or receiving touch. It is
important that coaches can explain to the players why each technique is
performed. Included in this manual is a paragraph on technique that included, a
technical directory and progressive practice plans to develop dribbling, passing,
receiving, and shooting.
Game Awareness
Every practice needs to end with a small sided game. While players are
participating in small sided games their game awareness grows intuitively.
Weekend games also develop players game awareness. The coach can also
find short cuts to foster players game awareness. When a coach attempts to
teach game awareness they must make sure the topic is age appropriate and the
players are not told how to react to each action. Situational responsibilities need
to take the place of positional responsibilities at the U7 and U8 age group.
Coaches need to ask players for their thoughts, reasons, and insight to develop a
thinking player. Giving players visual signs to look for will also prepare players to
problem solve. Language command training is also needed to allow the players
to understand simple soccer terms. This manual includes a game awareness
section with coaching methods to allow for players to develop special awareness,
progress to a team shape, introductory defending principles, and the use of
flexible responsibilities. A visual sign section is also included.
The most important factor in player development is the use of age appropriate
activities and teaching methods. The characteristics of the age group needs to
be understood and all activities used with players must adhere to the
characteristics of the age group.
Small Sided Play
The reason U7 and U8 soccer players play a smaller game than young adults
and adults is the full sided game of 11v11 was developed by adults for adults.
The characteristics of U7 and U8 soccer players show us the children are
selfish by nature at this stage in their development. The adult eyes see a 4v4
or 5v5 game with teams designated by color. The childs eyes often see 7 to
9 players inhibiting their chance to play with the toy (ball). By making the
game smaller we have allowed for more chances for success.
Allows players to frequently touch the one toy on the field; the ball.
The ball
Appropriate space
Guidelines
Direction of play
Vision.
Physical fitness.
Part of the effectiveness of modifying the game to small sided play is also
modifying the rules. These rule changes contribute to small sided play meeting
the needs of the U7 and U8 player. The adult version of soccer includes adult
oriented rules that provide playing guidelines suitable for adult understanding,
behavior, performance, and competition.
When the ball goes out of play over a touch line or end line it is put
back into play with a kick or dribble.
After a goal is scored it is put back into play by a kick or dribble.
Each coach will soon learn that parents play a far greater role in youth sports
than in the past. Think about the effort a school makes to inform parents on the
curriculum and procedures of the school year. Countless papers are signed, a
back to school night is presented, and individual parent-teacher conferences are
held. All of this is completed and it is ironic that the parents do not observe their
child in the classroom. The complete opposite occurs on most youth teams.
While all practices and games are observed by the parents, very little
communication is presented to the parents on what it is they are observing.
As the leader of the team, the coach must take a direct role in educating the
parents on the objectives of the team and youth sports. A parents meeting is a
great start to educating the group of parents on their childs participation on your
team. During the course of the season, the coach may need to have follow up
parent meetings, have discussions with individual parents, or use support
services in dealing with parental concerns.
Each training (practice) session needs to meet two objectives that lead to player
development. The first goal is to make the session enjoyable. When players
enjoy their soccer training they look forward to coming back, are more likely to
practice on their own, and are more likely to watch games when possible. The
second goal of the training session is to challenge the players to become better.
When both of these goals are realized a model session has occurred. Your goal
is to make every practice session a model session. The following information will
help making your training session model sessions.
Equipment
In order to run a model session the coach will need at least twenty cones, five
training vest, and some extra size three soccer balls. The coach will also need to
have a pump and medical kit. Players need to bring a size three soccer ball and
water supply to every practice. Use the pump to make sure all balls are inflated
properly.
Topics
Current research from players in England and France has shown that players at
the U7 and U8 age level progress more rapidly when the session does not have
an overriding technical theme. That is to say, each session should have
activities that allow players to dribble, shoot, pass, and receive. Activities that
allow for all techniques are ideal.
Progression
The training session needs to follow a simple to complex progression. A popular
method of achieving this progression is to have a warm up period, individual
activity period, small group activity, and game.
Warm Up- The warm up can start as soon as players arrive. The warm up can
be done with or without the ball, or the ball can be added during the warm up.
The warm up does need to get the players physically and mentally prepared for
the session. Dynamic movement is required.
Individual Activities- Individual activities allow for repetition as every player has
plenty of time with the ball. These activities need to be structured so that players
are moving and making decisions. Opposition does not need to be present in the
individual portion of the session.
Small Group Activities- These activities include opposition. The groups do not
need to be even. Two versus one, three versus two, one versus three are
examples of small group activities.
The Game- Ending each training session with a soccer game is needed. The
game needs to be the largest part of the practice session and can be as much as
half of the training time. The game is the best teacher and players come to
training to play. Again teams do not need to be even. Coaches are also
encouraged to vary the size of the field and use conditions to challenge the
players.
Coaches that do not find opportunities to give feedback to their players are
leaving all learning up to trial and error. Your ability to recognize coaching
moments gives players a short cut to learning. It is important to note that the
best coaches recognize that player can not only learn from corrections but also
learn from good examples. Make corrections but also highlight positive play.
Pick a good coaching position to allow you to see your entire team. Coaches
that position themselves with their back to players can not evaluate the entire
team. Once your position has been established give the players some time to
acclimate to the activity. Use this time to recognize patterns that can be
corrected or publicized. After a few moments have passed you can begin to act
on coaching moments. Determine the method of distributing the information from
the list below. Remember to be as unobtrusive to the players as possible.
Methods of Coaching
Coaching Over the Top-Provides players with information they can use during
the activity. The coach states observations or instructions as the activity
progresses. This coaching tool must be used sparingly as players tend to stop
listening to a constant stream of instructions.
Coaching the Individual- Every player can be given information during the
activity. You as a coach can enter the field and give specific information to
players that pertain to their play. Timing is important as this tool disrupts the play
for the individual player.
Stop/Freeze Coaching Method- This tool is most often used in the small group
and game portion of the practice. The coach projects his/her voice with the
command stop and freeze. Once the players have frozen the coach shows the
players the coaching moment. Players must be trained to stop and freeze as
their attention is on the soccer activity. The coach must also make sure the
players do not move throughout the coaching to gain an advantage. Once the
information has been given the play can be rehearsed to check and see if the
players gained the information.
Club Coaching Vocabulary
Most youth clubs offer soccer to players age 4-19. Once players reach the
soccer age of U9, different levels of play are often offered. Players move
throughout each level throughout their soccer career as well as experience
different coaches. Playing for a different coach benefits the players as they are
forced to adapt to differing personalities, coaching methods, as well as
communication methods.
At each age level we will introduce a group of terms that need to be used
throughout the club. This new list will build upon the group of terms the players
have already been exposed to.
Goal Side: Positioning body between the opponent and goal your team is
defending
Recover: Get back in a position to help your team gain possession of the ball.
Dribbling
Dribbling is the most important technique for the U7 and U8 soccer player. Every
player needs to spend plenty of time on dribbling. Players at this age are selfish
and are not as open to passing the ball to team mates as they will be later. Do
not attempt to change this, instead embrace their selfishness and show them
ways to keep the ball.
Keys to Dribbling
Encourage players to use different parts of the foot. They can be challenged to
repeat patterns and make up their own patterns.
The use of opposites can be used to get players to change speeds. Stop/Go and
slow/fast are good examples of opposites that can be used.
Body Position- Player can be shown that keeping the body between the ball and
opponent helps in maintaining possession.
Players will need some spatial awareness to master the use of their body to
protect the ball. Spatial Awareness is addressed under tactics.
Sample Session with Dribbling as the Theme
Passing
The concept of passing the ball to a team mate needs to be introduced. Players
can pass the ball with their shoelaces and outside of the foot while in natural
running motion. These are the two types of passes coaches can highlight to the
remainder of the team when a good example is found. The inside of the foot
pass is not natural to the young soccer player and will be introduced at a lager
stage in their development.
Keys to Passing
Accuracy
An accurate pass can go to either a team mates feet or to space the team mate
is moving into. Accuracy comes from the point the ball is struck with and the
follow through.
Pace
The pace of the ball needs to allow for the ball to get to the intended target
quickly but not to fast that the player receiving the ball can not get the ball under
control.
Deception
Trickery in passing needs to be encouraged. Passing in natural running motion
allows for deception.
Receiving
Receiving needs to be seen as a means to an end and not an end in itself. That
is to say receiving the ball is done to get the ball under control so that the ball
can be passed, dribbled, or shot. It is also noted that receiving is the #1 reason
why possession is lost in the game. Players that have a poor first touch never
get the opportunity to dribble, pass, or shoot the ball.
Keys to Receiving
Cushion Control: Players cushion the ball when they space. When cushioning
the ball players need to have the ball controlled about a yard in front of them.
This allows for the player to be able to have their head up to make decisions
while still be able to see the ball.
Wedge Control: Redirecting the ball into open space where the receiver can be
the first to the ball is done when the player does not have space. This touch is
usually larger than one yard.
Shooting
Receiving needs to be seen as a means to an end and not an end in itself. That
is to say receiving the ball is done to get the ball under control so that the ball
can be passed, dribbled, or shot. It is also noted that receiving is the #1 reason
why possession is lost in the game. Players that have a poor first touch never
get the opportunity to dribble, pass, or shoot the ball.
Keys to Shooting
Low: Players need to understand that shooting the ball low eliminates one way
of missing. The ball can not be shot to low. It is also difficult for the goalkeeper
to get their hands down to stop a ball lower than the knees.
Early: Time is at a premium around the goal area. Players that are looking for
the perfect shot will not find it as the ball will be disposed. Players need to shoot
a moving ball often while they are not balanced.
On target: Shots on target have a chance to go in. Shots off target have no
chance to go in. Goalkeeping error and deflections are some of the reason why
goals are scored.
Shot Stopping
This is the only part of goalkeeping you need to introduce to your players. It is
not recommended much time is spent on the position of goalkeeping as the
addition of a goalkeeper to the games is done to improve players ability to score
goals against an opponent as an alternative to passing the ball into an open goal.
As all players will play in goal throughout the year, it is a good idea to have one
practice that all players participate in geared towards shot stopping.
Soft Hands: Players need to relax their hands when attempting to catch the ball.
Tactics are defined as decisions players make. For the U7 and U8 age group
coaches need to build a foundation that allows players to use their technical
abilities while setting up the players to be ready to progress to older levels. Not
all players will master the topics, but by introducing the players to these concepts
we are planting seeds that will eventually grow.
The tactics that need to be introduced at the U7 and U8 age group are spatial
awareness, transition, splitting, team shape, risk taking, and possession with a
purpose.
Spatial Awareness
While watching a high level soccer game we sometimes notice a player looking
over their shoulder before they receive the ball. This player is trying to gain
information to allow him/her to make a good decision in regards to playing the
ball. Checking while the ball is almost in possession is late. The player needs to
be aware of the space around him/her prior to the ball being played. Scanning
the field needs to be a constant at the highest level throughout the entire game.
The requirements of the top level show that the best players have the ability to
scan the entire field
When players are aware of their position on the field relative to the ball,
opposition, team mates, and the goal they have all of the information in hand to
put themselves in a position to help their team. Developing spatial awareness
can start at the U8 age level by adding simple conditions to your activities. We
can be satisfied with U8 players if they can scan a five yard radius around
themselves.
When using conditions at the U8 group it is important to note that not all players
will be able to meet the demands of the additional rule. Do not make unrealistic
demands of players that are not able to play by with the conditions. Find positive
coaching moments that can highlight players that have been able to meet the
conditions and point out the benefit they received by being able to recognize the
space around them.
The condition recommended for U8 players to begin to develop spatial
awareness is that during activities all players must point to the player or
opponent closest to them. This requires the player to know who is in their
immediate space. This condition can be used in any dynamic activity. During
opposition activities the player will not only gain information about the closest
opponent, but they will also be able to put this information into use.
The use of this condition can be used during the game portion of at every other
practice
This condition allows the coach to see who can play within the new rules. The
coach can also see the information the players have while they are playing.
When a player turns into an opponent, the coach now knows if the player did not
know the opponent was in this space or the player decided he had enough space
to control the ball before the opponent could tackle.
Directional Possession
Possession in soccer comes in two varieties. The first variety is for a team to
keep the ball while gaining territory in an effort to create a scoring opportunity.
The second variety can be divided into two categories both of which should lead
to the variety to gain territory in an effort to create a scoring opportunity. These
two categories include passing the ball for the sole purpose of relieving pressure
and passing the ball because a forward option is deemed to risky and the player
receiving this pass will have a better chance to play a forward ball.
With this in mind, coaches must avoid having their team possess the ball for the
sole purpose of possessing the ball. The best way a coach can avoid
possession for the sake of possession is to put players in activities that have a
direction to attack and a direction to defend. Reasons for directional possession
include:
More like the game
Realistic Shape
Realistic Defending
Players must make decisions in regard to the variety of possession
oriented passes
Presents more realistic opportunities to effect players through coaching
moments
Enforce condition.
Game 4v4 on a field 25 yards by
40 yards
Splitting
Splitting is a defensive principle. Splitting occurs when one defender must cope
with two attackers that are working together. The defender must split the
attention he/she gives to each player. The defender must present take up an
angle and distance that will allow them to stop the ball when dribbling is used to
advance the ball, but also be in a position to stop the ball when passing is used.
When we introduce splitting at this age, the game begins to teach players
concepts that will be needed later. Some of these concepts include:
Patience
Cover
Balance
Spreading Out
Numbers Up/Numbers Down Principles
Transition
The game of soccer has been divided into attacking and defending by many
coaches. For the purpose of coaching U7 and U8 we are not going to spend
time on defense as the time is better spent on developing attacking play. But we
do want to take advantage of the opportunity to establish the habit of transitioning
between attack and defense in our players. Coaches can use a variety of
coaching methods to introduce transition into existing activities in an effort to
include the transition state. When transition is incorporated into an activity the
game is more game like and players develop transition qualities in a habitual
manner.
The first aspect of transition coaches need to address is the mental aspect.
Players need to be able to switch their mindset from attack to defense as soon as
possession of the ball is lost; and of defense to attack once possession is
regained. Most coaches loose opportunities to train the mind to make the
transition in stages during training sessions. A simple example of this is in the
traditional 3v1. When the one defender wins possession of the ball the coach
normally has the activity stop and either allows the defender to switch with an
attacker or instructs the defender to give the ball back to the attackers. Neither
one of these actions is game like. Do you want your players to give the ball back
once the won possession from the opponent in a game? If your answer is no,
and it needs to be, adapt the activity to allow for the players to transition in mind
and action. A simple change in conditions instructs the player who wins the ball
to attempt to dribble the ball outside of the boundaries will incorporate transition
in that the original defender will attack open space while the three original
attackers attempt to compact the space.
This same manner of adapting activities to allow for transition can be used in
every activity that has opposition and even some activities without opposition.
The coach must ask themselves the questions of What are the demands of the
activity on each side when possession is won or lost? Give each side an
objective.
Risk taking is needed at the highest level and most coaches discourage risk
taking at the lowest level. When coaching U7 and U8 players we need to create
an environment that has no fear of failure when taking risks. Risk taking and
creative play is most often found in dribbling, but coaches need to encourage
players to take risk while passing and shooting.
Observations from U7 and U8 games in the past shows: In the games that had
creative dribbling, the coach seemed frustrated that the player desired to use
there individual talents to benefit the team. As teams get older, we see more
organized defenses. Creativity breaks down organization. We need to encourage
creativity and give players the green light to experiment throughout their younger
years in the game.
A coach that encourages risk taking promotes players to look for and take
scoring chances. Praise needs to be heaped on players that take risks in
attempting to score goals.
Creating an environment that has risk taking and a lack of fear of failure needs to
be cultivated throughout the players U7 and U8 soccer seasons in all practices
and games.
Allowing your attacking player to stay around the goal you are attacking does not
make sense either. This player is not connected to the ball and cannot help in
defensive duties. They are to far away from the goal to be an outlet and more
than likely in an offside position.
A connected team is able to defend as a unit and support the ball in attack.
Team Shape
Beginning at the U7 age level players need to be introduced to the diamond
shape. Do not spend much time on the concepts at the U7 age group as the
players will not be able to put the diamond shape into play. Find positive
coaching moments when players are in a diamond and positive results followed.
As players progress through the end of the U8 season the players need to be
exposed to all of the information below and coaches will see the diamond shape
in games on an irregular basis.
The diamond shape in soccer is the basic tactical building block. In the diamond,
all individual and group tactics can be executed. Before coaches use the
diamond as a building block for teaching tactics the players must understand the
body positions and specific roles to the positions in the diamond. It is important to
note that players rotate positions throughout effectively played 4v4 or 4v4 +
goalkeeper activities.
Body Positions
Recognize visual signs- When in possession of the ball the opposition's position
on the field dictate where the ball can be played. When the middle is cut off at
least one wing is open. When the wings are cut off an angle in the middle can be
found.
Support- The deep player must support the ball. The angle and distance of the
support is depending on the pressure on the ball. When the ball is under low
pressure the deep player can go in advance of the ball.
Connect/balance- By moving up and down the field in relation to the ball the
deep player stays connected to the wide players and the target player.
Circulating- The deep player must have the ability to play the ball away from
pressure. Circulating the ball from one side to the other is a role provided by the
deep player.
Support- The wide player must find passing angles when the deep and target
player have the ball. The distance and angle of support changes according to the
amount of pressure on the ball. Wide players need to understand the angle and
distance relationship to pressure.
Connect- The wide players connect the deep player to the target player. This
transitional component is tested when the ball is played from the back to the
target player. The wide players act as a piston throughout the game.
Timing of Runs- The wide player needs to time runs when on non ball side.
Runs are set up to arrive to the space as the ball arrives. Wide players are also
encouraged to make early runs for the defense and late runs for the ball.
Support to feet or to Space- Wide players must know when the player with the
ball needs them to stay and support the ball for a pass to feet and when they can
make a run for a ball to space.
Check to the ball- The target player must be able to check to the ball effectively.
Checking to the ball separates the player from the opposition and creates space.
Playing with back to goal- The target player must be able to hold possession of
the ball until help arrives. The back to goal position is used to hold possession.
The target player must be strong on the ball to play with their back to goal and
must be able to find supporting player while under pressure.
Diagonal Runs- The target player needs to be able to time diagonal runs to
receive the ball on the move near the sideline. Diagonal runs are also used to
create space in the middle of the field for team mates.
Runs for through balls- The target player must be able to time runs to stay on
side for through balls. The target player needs to understand when to make runs
from the defenders blind side and when the run can be made in front of the
opposition.
We have not given a team shape progression as the coach can develop the
players knowledge of the diamond throughout the game portion of every
practice.
Coaching in a Game
Coaching during the league games is the most difficult challenge you will face.
Your expectation combined with parent and player expectations often conflict
with the developmental approach that is needed for players to thrive and play in a
risk free environment. Many of the issues addressed in the Problems of Youth
Coaching section are found in game coaching.
Restarts
Prior to the first game you will need to rehearse restarts. Restarts occur every
time the ball goes out of play and when the referee blows the whistle to make a
call. You need to encourage your players to get the ball back into play as quickly
as possible. Restarts are usually lost possessions as the defensive has time to
get in position. Instruct the player closest to the ball when the restart occurs to
get the ball back into play immediately.
You can show the players the correct method of throwing the ball back into play.
A throw in occurs every time the ball goes over a sideline. The ball is always
kicked back into play when it goes over an end line. When the attacking team
plays the ball over an end line a goal kick is taken by the defending team from
inside the goal box. When the defensive team plays the ball over the end line a
corner kick is taken by the attacking team from the corner of the side the ball was
played over.
Your team will gain an advantage by getting the ball back into play as quickly as
possible and the players will develop the habit of not resting mentally during
stoppages. This also keeps the ball in play longer which allows the players to
play more and develop their soccer abilities.
Pre-Game Warm up
The purpose of the warm up is to prepare the players physically and mentally for
the game. It is not advisable to have your players stand in line waiting to take a
shot during the warm up. The demands of the game are that players are moving
while the ball is in play. Standing does not prepare the players for the match.
A proper warm up puts players in situations similar to the game. You can use
directional possession games or even a small sided game.
During Play
Be calm, respect the referee, and measure your words. Each player must play
half of each game, and you should prepare a substitution pattern before the
game. This pattern may have to be adjusted for players that you planned on
attending that failed to show. It is appropriate to give players information on
improving their play when they come off the field, but keep in mind they have a
short memory and may not be able to relate to the specific situation you refer to.
This brief conversation can establish a good relationship between player and
coach when the information is positive in nature.
Half Time
Make sure all the players have had time to get a drink. Ask the players on their
thoughts on the game. The first few times these questions are asked you will not
receive much feedback, but as the season progresses the players will get better
at communicating their thoughts. It is also a good idea to ask specific questions
to help in the dialog. Limit your feedback to one or two areas that can be
improved and be sure to be positive.
Post Game
Focus on the process and not the result. Give your team a positive greeting after
the game regardless of the outcome. Focus on positives and areas the team can
improve upon. Keep the team talk brief as the children have a very short
attention span.
Characteristics of U7 and U8 Soccer Players
Physical
Skeletal System is still growing; growth Injuries at or near joints need special
plates are near joints. attention.
Cognitive
Concrete operational stage of cognitive Players can understand the reasons for
development (Piaget). Children begin skill acquisition but will not understand
thinking logically about concrete team concepts.
events, but have difficulty
understanding abstract or hypothetical
concepts.
Limited ability to attend to more than The simple task of controlling the ball
one task at a time the simple task of demands most of the attention
controlling the ball demands most of capacity, thereby leaving little or no
the attention capacity, thereby leaving capacity for making tactical decisions.
little or no capacity for making tactical
decisions.
Psychosocial
Great need for approval from adults Showcasing players in front of their
such as parents, teachers and peers can be used. It is recommended
coaches, like to show individual skill when showcasing girls, more than one
girl at a time performs the skill.
Like to play soccer because it is fun, Team snacks can still be a part of the
intrinsically motivated post game routine; however, the
snacks should be nutritious and not
over emphasized.
Team identity is limited; I play on Players can have input in team name
coach Bobs team or I play on the and team cheers.
tigers club and league concepts are
non-existent
There is a desire for social acceptance, Team building activities off the soccer
they want everybody to like them field will build a closer team
Appendix 2
Technique Directory
Dribbling
Where: The attacking third and wide positions are the best places to take
on opponents.
Step 6: Use a small touch to fool the opponent and a big touch to
get past the opponent.
Step 8: Cut the ball behind the opponent to close of the pursuit
angle
Step 2: Step through the ball the instep of the foot. The toe must
be pointed down and the touch needs to be large enough to allow
for two to three full strides before meeting the ball again.
What: Protecting the ball with the body until a good option becomes
available
When: Space is not available behind the opposition and support is not
available
How: Step 1: Get your body between the ball and the opposition
Step 2: Have the ball as far away from the opponent and in reach of
yourself.
Step 3: Hold your arm closest to the opponent bent at the elbow
and parallel to the ground to be able to feel the opponent and
protect the space.
Step 4: Keep knees bent to become harder to knock off the ball and
head up to look for support.
Step 5: Maintain a position that has the body between the ball and
the opponent
Passing/Shooting
Driven Pass/Shot
What: A powerful pass taken with the instep of the foot (shoelaces).
Where: Distance
How: Step 1: The leg swings from the hip, and the hip is a ball and socket
joint; therefore, the ball can be approached from a slight angle.
Step 2: Place non kicking foot even with the ball about 6 inches
from the ball with the toes pointed to the target.
Step 3: Lock the ankle of the kicking foot with the toes down. The
angle between the leg and foot is barely obtuse.
Why: Deceptive and player does not have to impede natural running
motion in order to make pass
Step 2: While in natural running motion place the non kicking foot
behind the ball.
Step 3: The toe is pointed down in the next step that goes through
the midline side of the ball
Cushion Foot
What: Gaining control of the ball played to the foot by withdrawing the foot
on impact.
Wedge Foot
What: Gaining control of the ball played to the foot by redirecting the ball.
Cushion Thigh
What: Gaining control of the ball played to the thigh by withdrawing the
foot on impact.
Step 2: Put the fat part of the thigh in the path of the ball.
Wedge Thigh
What: Gaining control of the ball played to the thigh by redirecting the ball.
Step 4: Push the ball with the thigh in the intended direction.
Sample Model Training Sessions
Dribbling
Click HERE to see this session animated.
Change of direction/change of
speed need to be used.
Base Tag This tag game has everyone
able to tag anyone. The grids
represent bases that protect
players from being tagged. Only
one player is allowed in a base
at a time. When a new player
enters the base the existing
player must exit.
Keep your head up.
Change of speed.
Head up.
Cross Players attempt to dribble through the
the gate in the middle of the grid and then
Bridge out of the grid as many times as
possible
Change of direction
Shielding Groups of two are formed
with one ball. The player
with the ball attempts to
keep possession of the ball
without running away.
When the ball is lost, roles
change.
Passing
Deception in passing.
2v2 The neutral players are taken
Possession away.
Pass-Move. Pass-Move.
4v4
Shooting
Click HERE to see this session animated.
Receiving
Girls tend to be more analytical than boys. This means girls will not take
generalities at face value. They will want to know why they should do
something a particular way
more than boys will.
Team unity is more important to
girls than boys.
Girls may place more emphasis
on 'fair play' than boys who are
more likely to bend the rules.
Boys are more likely than girls
to blame other people (the
referee, the weather, the
coach) if they lose. Girls have a
tendency to blame themselves
for a poor performance.
For girls, winning is not as important as making sure every player gets an
equal amount of playing time.
Males appear to be more 'self' or 'ego' oriented and tend to be more 'win
at any cost' in their approach to sport.
`
Observations and Suggestions for
Coaching Improvement at the
U7 and U8 Level
Observation: Many shots from inside the penalty area go directly to the
goalkeeper. Often this is because the shooter does not take the opportunity to
steal a glance at the goal.
Suggestions
During a shooting activity show your players that they have the opportunity
to look at the goal prior to shooting.
Instruct the players to look for open space in the goal. If the player is
looking for the goalkeeper they are still thinking of the goalkeeper when
they shoot and subconsciously may strike the ball to the keeper.
Demonstrate a shot and have the players narrow their focus to the
shooters head. The head needs to be focused on the ball, while the ball is
moving come up to look for space and then back to the ball in order to
strike the ball correctly.
Pick a coaching position that does not face the goal. This position shows
the players you are more concerned with the procedure than the shot.
Every time your player takes a glance turn to see the outcome. When they
do not take a glance do not turn to see the outcome.
Ask your goalkeeper to tell each player that does not bring their head up
that they failed to glance for space.
Use goalkeepers during small sided games when working on shooting.
Recognize coaching moments that involve the shooter failing to look
before shooting when they have the opportunity.
Observation: Many players do not shield the ball when they have no other
option. They often turn into trouble or force a ball into bad situations. Players
need to learn the visual cues when to shield the ball and wait for help.
Suggestions:
Go over the principles of shielding. The player with the ball places their
body in a side on position between the ball and the opponent. In order
for the players to understand side on to the ball, I use the phrase
opponent-shoulder-shoulder-ball. The players knees are bent to create
a better center of gravity. The ball position is moved relative to the
opponents position.
Go over the visual signs that indicate shielding is the best option.
These include no space behind the opponent and lack of support for a
pass.
Place the players in positions that require shielding. The game of
knockout can be used to introduce shielding. In this game, make sure
we do not eliminate players. Players who have their ball kicked out of
the area can come back in. Demand players shield the ball. Make use
of coaching moments when players turn into opposition.
Reduce the number of balls. The goal of the activity is now to end the
game with a ball. Players who do not have a ball must attempt to
dispossess players with a ball. Once a player is dispossessed they
must attempt to win a ball. Make sure boundaries are used. As the
activity continues reduce the number of soccer balls. You can go to as
few as 1 for every two or three players.
Introduce a direction activity. We suggest the following: Two players in
a filed line face two players in a filed line across the narrow part of a
ten by fifteen yard grid. One player dribbles the ball with the object of
dribbling the ball past the opponents line. One opponent comes out to
defend. The player with the ball must decide if they have a quality
chance of dribbling past the opponent. If they have speed and space
they should attempt to dribble the opponent. When one of these is
missing they should place their body between the ball and the
opponent and pass the ball back to their teammate. Both players who
were actively participating now go back to their starting line and the
activity resumes with the alternating players. As a coach you must
seize the coaching moments of players who give the ball away with
bad decisions on when to dribble.
End with a small-sided game on a small field. The less space the
players have the more likely they will be in situations that require them
to recognize shielding opportunities.
Make sure all players know that a player shielding is a visual sign that
they need help and players without the ball should move to supporting
angles.
Observation: Over the past week, the Soccer Source 360 staff has observed
over forty practices. Although some maximized time, the majority left the players
minds wandering.
Suggestions:
Pick a topic your team needs to improve on. We recommend one topic
per week that addresses age appropriate skill development and one
topic that addresses a shortcoming from the previous match.
Plan your practice on paper or in your mind prior to arriving at the field.
Use a simple to complex progression (warm up, opposition, game).
Make sure you have plenty of repetition in the warm up.
The opposition stage needs to be conducted in small groups. You can
have more than one group working at a time. This allows for all players
to be on task. Use activities, conditions, and/or restrictions that
promote the topic the players are expected to improve in during the
practice.
The game portion of the practice also can be modified to create an
environment more conducive for the topic.
Narrow your focus and coaching moments to the topic for the practice.
In the event you see other areas that need attention, make plans to
address these in another session.
Observations: Players lose time and space by taking two or three touches to
complete a turn when they receive the ball with their back to goal when they have
the opportunity to turn.
Suggestions
Teach one touch turning with the inside of the foot and the outside of the
foot. In both cases the player must line the controlling surface up with the
side of the ball closest to the center of the body. That is to say off center of
the ball. In this case we are simply redirecting the ball.
Explain to your players that if their foot meets the center of the ball, the
ball will be played in the direction they are facing.
Make sure your players understand that they turn in the direction (by using
the correct foot and surface) they have the most space. Players need
communication, vision, or use of their hands to feel for space to know
which way to turn.
Once players are comfortable turning ball with one touch require they turn
their body quickly with the ball. Use the phrase gets away speed.
Require all teammates to use the call: turn when players have the
opportunity to turn.
Add opposition into the activity. At first the opponent should be playing at
less than full speed-intensity. Increase speed-intensity.
Observation: Most games lacked individual creativity. In the games that had
creative dribbling, the coach seemed frustrated that the player desired to use
there individual talents to benefit the team. As teams get older, we see more
organized defenses. Creativity breaks down organization. We need to encourage
creativity and give players the green light to experiment in the correct situations.
When to Dribble?
Whenever there is space behind the opponent. Space behind the
opponent is the visual sign that dribbling is a good option. The
attacking third of the field pays high dividends to successful dribbling.
When the player beats an opponent a scoring opportunity is likely to
follow.
The flanks of the field. We usually have one vs. one match ups on the
sides and this gives the player with the ball good odds.
Suggestions
Explain the importance of dribbling.
Make the players aware of where and when to dribble. Educate the
players of the visual sign.
Practice creative dribbling and encourage spontaneity in unopposed
activities. Encourage the players to use all surfaces of both feet.
Define touches as quiet, loud, and roll touches. Quiet touches are
touches that the ball is pushed by the foot. Loud touches are touches
the ball is cut or chopped. Roll touches are touches that the sole of the
foot is used to roll the ball.
Encourage players to use deception such as a step over or body feint.
Add opposition to put the players in one vs. one situations.
Observations: Coaches are constantly coaching over the top of the game. This
often falls into the area of over coaching and giving the players too much
information. We see coaches giving constant commands as the players attempt
to play and listen to the demands of the coach at the same time. Coaching over
the top can be an effective method of putting players in situations where they can
make good decisions and develop good habits.
Suggestions
Monitor your coaching during the period the ball is moving in practice and
games.
Decide how much of this talk tells the player to execute a command and
how much puts the player in a situation to make their own decision.
A command such as pass is different than get your head up. If the player
learns to play with their head up they will know when to pass and when
not too.
Instruct other players to tell players where to be instead of doing this
yourself. The players will then develop this habit themselves. An example
of this is during a throw in ask your central defender to tell the for side
defender to get where he should be. You can then determine is the central
defender knows the correct distance and angle the player needs to be at
to provide the team with the best balance while keeping a restraining line
in regards to the off sides line.
Observation: Not many players cut or chop the ball when dribbling. Mia Hamm,
Zinadine Zidane, and Preki would be quite average players if they did not have
the ability to cut the ball on the dribble.
Suggestions
Allocate practice time to work on this technique. Demonstrate the
technique yourself if able. In the event that you cannot demonstrate the
technique properly, have a player that is capable perform the
demonstration.
Perform the demonstration at least three times. The players focus on the
striking surface (instep) the first time. The players focus on the position of
the knee (high and above the ball in order to come directly down on the
edge of the ball) the second time. The last demonstration the players
focus on the non kicking foot (rotates into the direction the ball is cut to)
Have players practice this technique in repetition and gradually add in
opposition.
Encourage players to watch professional and international games and
focus on this technique. Players can also focus on this technique while
playing Play Station soccer. It occurs quite often when players are
changing direction on the dribble during computer games.
Observation: During a recent U17 Wags game, I witnessed the goalkeeper use
her hands just outside the box. The referee whistled the offense and the
goalkeeper handed the ball to the opponent and turned her back to retreat to the
goal. The player with the ball placed the ball down and moved away for a team
mate from across the field to take the restart. I mentioned to the coaches with me
that we just witnessed 20 years of failed coaching. Both players did not realize
the ball could be restarted as immediately. The goalkeeper should have retreated
with the ball facing the play until the referee or opponent asked for it. The player
who was handed the ball should have passed the ball into the empty net while
the goalkeeper had her back to the play. It is presumed both players have been
playing the game for at least ten years and they did not recognize that tactics
required during this situation. As coaches we need to make players aware of
quick restarts.
Suggestions:
Make sure your players know that soccer allows for quick restarts. All
sports have different rules. In basketball, the referee is required to touch
the ball every time the whistle is blown. This is done to make sure all
players have the opportunity to be ready. Soccer does not have this rule.
Make sure your players are aware that if they request ten yards to be
given by the referee a second whistle must be blown prior to restarting.
Only have them ask for ten yards when they do not have an advantage
from a quick restart.
Add direct and indirect kicks to your games. Call them at opportune times
to see how your players react.
Applaud good decisions and correct bad decisions in regard to the
restarts.
Place spare ball around the field so that players can bring balls played out
of bounds back into play quickly.
Require all players move into advantageous spaces as soon as a call is
made.
Observation: The ball is out of play for long stretches of time. There is no
urgency to get the ball back into play and teams lose opportunities to take
advantage of defensive lapses by prolonging the restart.
Suggestions
Inform you team that they can take advantage of quick restarts on throws,
direct kicks, and indirect kicks.
During the game part of your practice, position yourself at the edge of the
field near the midline. Immediately after the ball goes out of play, play the
ball to the team who should have possession of the restart. As players
catch on, play the ball to the players who make the best attacking run.
As you now have conditioned all of the players on the field to stay alert,
you must have the players initiate getting the ball back into play. As a
condition of the game, you can have the team that touches the ball first
after it goes out of play keep possession if they attempt to get it back in
with a throw or free kick quickly.
The last stage should be to have ball placed all around the field and as
soon as the ball goes out the team who should have possession gets it
back into play quickly by picking up the closest ball. Use the coaching
method of freezing the players to show lost opportunities.
Observation: Many teams leave their defenders at or near the penalty area they
are defending. MSYSA Head boys ODP coach, USSF National Staff Coach and
DOC for SAC-HC, Bill Stara, came up with a great analogy to this method of
defending. The equivalent to this method in basketball would be to leave two to
three defenders back by the basket your team is defending. This leaves your
soccer team without as many attacking options and the players lose interest as
they are not involved in the game.
Suggestions
Have players move to midfield when your team is in the attack.
Keep your players compact to limit the opponents time and space.
Instruct your players the farther you defend away from your own goal the
closer you are to the goal you are attacking when possession is won.
Observation: Some teams suffered from the heat while others were able to use
it to their advantage. The teams who used substitutions early and often stayed
fresh.
Suggestions
Have practices in the heat to acclimate players to these conditions. Be
sure to give breaks often and talk to the players about methods in cooling
off. Such as placing water over the forehead and neck and the importance
of rehydration.
Instruct players to hydrate themselves prior to matches held in the heat.
This should begin 48 hours before the scheduled game time.
Instruct players to let you know they will need a break prior to having to
come out.
Substitute early and often. Plan ahead and make adjustments in the
second half with players who needed breaks and those that did not.
Observation: Most practices do not have a flow from activity to activity. The flow
needs to not only take into account the complexity of the progression, but also
the transition of space and numbers. A productive practice can not occur as long
is constantly picking up and putting down cones, realigning groups, and
formulating teams.
Suggestions
Demand your players notify you of when they will not be at practice.
Explain to the players the importance of your demand.
Plan your session around the number of players you will have. This
plan needs to have numbers that are easily divided and or combines.
Examples include groups of 2-4-8-12 or 1-3-6-12.
Arrange cones so that easy transitions can be made from activity to
activity without the coach having to rearrange the field set up.
Example a two 2v2 grids separated by 5 yards can be combined for a
4v4 possession activity. The coach will only need to have the middle
cones picked up.
Give out training tops at the beginning of the practice to the players
that will need them later in the session. Have these players where the
tops immediately.
Look at the model session below to see a practice that flows.
Observation: Almost all coaches observed this past week ended their sessions
with games that did not emphasize the topic of their practice. Coaches need to
tweak the game portion of their practices to allow the topic to occur more often so
the players can be tested in a game situation.
Suggestions:
Use the size of the field as a variable to allow for the topic of the
session to occur at frequent rate.
Use the shape of the field as a variable to allow for the topic of the
session to occur at a frequent rate.
Use the method of scoring as a variable to allow for the topic of the
session to occur at a frequent rate.
Use the method of the ball re-entering the field as a variable to allow
for the topic of the session to occur at a frequent rate.
Use targets as variable to allow for the topic of the session to occur at
a frequent rate.